Kuliah 5

2019/LBY/WKT
 Mereka Bentuk Aktiviti Pedagogi
Pembelajaran 4C bagi PdP Sukatan:
◦ Ukuran Panjang
◦ Jisim
◦ Isi Padu Cecair
Kandungan
Mereka bentuk serta menilai secara kendiri aktiviti bagi
pengajaran dan pembelajaran bagi (a) Ukuran Panjang, (b)
Jisim, dan (c) Isi Padu Cecair dengan menggunakan pedagogi
pembelajaran “4C” untuk mengajar sub-tajuk berikut:
 Mengenal pasti atribut:
 perbandingan perseptual;
 perbandingan langsung; dan
 perbandingan tak langsung
 Mengenal pelbagai unit bukan piawai dan unit piawai
 Menganggar dan menyukat dengan (a) unit bukan piawai, dan (b)
unit piawai
 Perkaitan dan penukaran antara unit-unit piawai
 Pengiraan melibatkan sukatan
 Aplikasi sukatan dalam kehidupan seharian

Kuliah MTES3093 Mdm Lim Boon Yann

 Mengenal pasti atribut : Panjang
a) Perbandingan perseptual
 Designed to be done with very young children
 Many preschool children have no difficulty but some will have
difficulty when objects are not so perceptually different.
 At first, all irrelevant perceptual attributes have been masked (i.e.
the objects are the same except for length)
 This allows the children to build the concept of length as an
attribute of long, thin things
 Note that you do not ask which is longer, but allow the children to
tell you what they observe and know.
 In the second part, objects that differ in many attributes (colour,
function, etc) are used, the focus remains on length.
 You can access how your students are answering the questions. Do
they focus on length? Do they know the vocabulary associated
with length?
 You may need to gear down for some student who have not had the
opportunity to learn the vocabulary (especially shorter) by asking
more questions and letting students learn from each other.
 You can gear up by asking questions about a set of three to five
objects: Which object is the longest, which object is the shortest,
or what object is shorter than the longest object?

Kuliah MTES3093 Mdm Lim Boon Yann

 Mengenal pasti atribut
b) Perbandingan langsung
 Designed to be used at learning centres after introducing
the procedure of placing two objects side by side on a
common baseline (comparing directly)
 Present a problem of comparing two objects that are not
perceptually different in length.
 Ask children which object is longer and how they can
justify their answer
 If no one suggests putting the two objects side by side on a
baseline, do so.
 This activity may be extended to ordering objects by length
(i.e. arranging them from shortest to tallest)
 Seriating could be another centre for students who need.
 For the young child, this task is more difficult because
multiple comparisons must be made.
 ‘When children are using rulers, they are directly
comparing two lengths – the object to the ruler

Kuliah MTES3093 Mdm Lim Boon Yann

Kuliah MTES3093 Mdm Lim Boon Yann
 Mengenal pasti atribut
c) Perbandingan tak langsung
 This presents the problem of indirectly
comparing two objects when they cannot be
placed side by side.
 Children must represent the lengths to help
them make the comparison.
 Notice that in launching this activity, the
students are presented with a problem to
solve.
 Which is longer, the height of the teacher’s desk
or the width of the door?
 Children can represent the height of the desk
and the width of the desk with string or
connecting link chains.
 They can then directly compare the strings or
link chain to determine which object is longer.
 Later a ruler will be used to represent length ,
and the objects will compared indirectly using
numbers..

Kuliah MTES3093 Mdm Lim Boon Yann

 Mengenal pasti atribut: Isi Padu Cecair
a) Perbandingan perseptual
 Capacity is considered the attribute that tells “how much
can a three-dimensional container hold”. Although
perceptual comparison can be made between two
containers, young children often do the comparisons based
on length (height) rather than on capacity.
 When asked which holds more – a tall container or a short
container – most children will choose the taller container
even if the shorter one may actually hold more.
 Thus it is probably best to begin the study of capacity by
using direct comparisons.

Kuliah MTES3093 Mdm Lim Boon Yann

 Mengenal pasti atribut
b) Perbandingan langsung
 Some type of filler is needed to
make the direct comparisons.
Water and sand are perhaps
messy but easy for even school
children to use.
 Given a variety of containers, they
can fill one and pour it into
another container), activities
involving perceptual comparison
are possible.
 For example, children greatly
enjoy guessing contest in which
they guess which container holds
more, and then you can check the
results together.

Kuliah MTES3093 Mdm Lim Boon Yann

 Mengenal pasti atribut
c) Perbandingan tak langsung
 Indirect comparisons are used when two containers
cannot be compared perceptually or directly.
 For example suppose you have two containers with
small openings that make it difficult to pour from one
into another.
 By pouring the filler in each container into a pair of
identical large-mouth containers, the capacities can be
compared.
 Note that this activity is similar to what you do when
you used graduated cylinders in a science lab to
identify amounts of liquids

Kuliah MTES3093 Mdm Lim Boon Yann

 Mengenal pasti atribut: Jisim
a) Perbandingan perseptual
 The weight / mass of two objects is compared perceptually by
feel by lifting two objects.
 Children should be given a variety of pairs of objects (one of
which is much heavier than the other) and asked to hold one
in each hand.
 Children often think that a larger object weighs more.
 These children need opportunities to compare small and
heavy with large and light objects.
 Children should learn that to find which is heavier, they must
do more than look at the object.
 An easy way to provide this experience by having children
compare two identical containers with lids but filled with
different amounts of objects. For example, you could put
3 washers in one container and 14 washers in the other.

Kuliah MTES3093 Mdm Lim Boon Yann

 Mengenal pasti atribut
b) Perbandingan langsung
 If you cannot tell the difference between the weights
/masses of objects, you need a balance scale to assist
in the comparison.
 To introduce the balance, choose two objects that
differ greatly in weight so that children can see that
the heavier object “goes down” on the balance.

 Many activities may be set up for children to compare the weights of two
objects.
 One challenging activity is to compare five identical containers, with lids
secured and filled with different amounts of objects, and to put them in order
from lightest to heaviest.
 If the masses are not perceptually different, then this task requires multiple
comparisons on the balance.
 Indirect comparison are not necessary until units of weight are introduced,
because whenever each of two objects can be compared with a third on the
balance, it would be much simpler to compare the two objects directly.
Kuliah MTES3093 Mdm Lim Boon Yann
 Mengenal pasti atribut
c) Perbandingan tak langsung
Example:
To compare weight of pencil and plasticine using lots of equal-sized blocks.
 Children were asked to work out how many blocks weigh the same as the
lump of plasticine and pencil.
 By counting the number of blocks, they will be able to understand the
concept of the plasticine weighing more than the pencil or vice versa and
be able to put this into a sentence verbally,
 The plasticine is heavier than the pencil, or
 The pencil is lighter than the plasticine.

Kuliah MTES3093 Mdm Lim Boon Yann

Mengenal pelbagai unit bukan
piawai dan unit piawai
 After children have begun to develop a firm concept of an
attribute through comparison activities, it is important to
help them move through the rest of the measurement
process
 To answer the question “How long is the pencil?” you can
say, “It’s longer than my thumb” or “It’s shorter than my
arm.”
 These are relative statements that give a range of possibilities
for length but do not do an accurate job of describing it. To
be accurate, you need to compare the pencil to a unit.
 You can use a non-standard unit such as a paper clip and
report that the pencil is 7 paper clips long, or you can use a
standard unit and report that it is 16 centimeters long.

Kuliah MTES3093 Mdm Lim Boon Yann

Kuliah MTES3093 Mdm Lim Boon Yann
 9 konsep yang perlu dipelajari
murid melalui aktiviti ukuran
1. A unit must remain constant.
2. A measurement must include both a number and a unit.
3. Two measurements may be easily compared if the same unit is
used.
4. One unit may be more appropriate than another to measure an
object
5. There is an inverse relationship between the number of units
and size of unit.
6. Standard units are needed to communicate effectively
7. A smaller unit give a more exact measurement.
8. Units may be combined or subdivided to make other units
9. Units must match the attribute that is being measured.
Kuliah MTES3093 Mdm Lim Boon Yann
 Teknik Mencari Bilangan Unit
1. Counting the units or using addition or
multiplication to assist in that counting
2. Using an instrument such as a ruler that tells the
number of units
3. Using formulas that produce the number of units

Kuliah MTES3093 Mdm Lim Boon Yann

 Membilang Unit
 The beginning activities should be with multiple copies of
a nonstandard unit that are put end to end long enough to
represent the object they are measuring.
 Some children do not understand that they need to line up
the units in a straight line with no gaps and no overlaps.
 Students with special needs and all students enjoy
measuring with units that connect, such as connecting
cubes or links
 Later, children take one unit and move it along the object
(an iteration). This more advanced skill is needed for
proper use of a ruler when measuring objects longer than
the ruler. It is a skill that should not be pushed too early.

Kuliah MTES3093 Mdm Lim Boon Yann

 If children have been measuring with nonstandard
units, then using standard units should be easy. They
will have a good understanding of the process of
measuring, so the purpose should be to give them a
feel for the standard unit. (See activity on decimeter
ruler)
 Children become familiar with standard units through
comparing, estimating and constructing. As they
measure with that unit, they will also gain an
understanding of it.
 It is important that not too many standard units are
introduced at one time, that the unit is not too small
or too large for a child of that age to handle, and that
the numbers are not too large.
Kuliah MTES3093 Mdm Lim Boon Yann
 Activity with the decimetre ruler
Give each child a paper strip that
is 10 centimetres (1 decimetre) by
2 centimetres.
Ways to have children compare, estimate or construct to
develop a mental image of a decimeter.
 Decimetre list-up. (Comparing to a decimetre). Pose
the problem for children to find something that is the
same length as a decimetre. Note down the list on the
board. Also have each child find a decimeter length on
his or her hand. Perhaps it is from the tip of the
thumb to the wrist. This is a handy reference.
Kuliah MTES3093 Mdm Lim Boon Yann
 Decimetre hold-up. (Estimating a decimetre length).
 Pair the children and have one child try to hold two
forefingers one decimetre apart – vertically, horizontally, and
obliquely.
 The partner should check each time; then roles should be
reversed.
 Or you could have then try to write their name or draw a
picture that is one decimetre long.

 Decimetre stack-up. (Constructing a decimetre length).

 Set up centres with coins, chips, clips, beans, cubes, and the
like. At one centre, children stack the chips, 1 decimetre
high. At another centre, they make a line of chips 1 decimetre
long.
 After children are somewhat familiar with the length of a
decimetre, they can begin to measure with decimetres. A
good way to begin is by asking them to estimate the lengths of
objects and then measure.

Kuliah MTES3093 Mdm Lim Boon Yann

 As children are measuring with one-decimetre stirips, they
should notice that putting down strip after strip is not the
easiest way to measure.
 Have children in pairs make a “decimetre ruler” with 10
decimetre strips, of two colours.
 They should alternate the colours, putting the strips together
end to end, and taping then.
 Now they have a decimetre rule except that they still have to
count the units.
 After they have done some counting, see is anyone suggests
numbering the strips.
 This activity helps children understand how rulers are made
and that they are counting units.
 Most children will place the number in the middle of the unit,
 Where is it on a ruler?

Kuliah MTES3093 Mdm Lim Boon Yann

 Once children are familiar with the decimetre
measurement of small objects, the next stage is
measuring something very long.
 Have each child make a 10-decimetre ruler.
 Tell the children that this unit is called a meter and is
used to measure longer distances.
 Activities similar to those suggested with decimetres will
help them become familiar with metres.
 New units should be related either by combining or
subdividing the units that children have already used.
 This help them understand the new unit and assist them
in making conversions from one unit to another.

Kuliah MTES3093 Mdm Lim Boon Yann

 Menggunakan alat ukur
 Instruments are used to measure some attributes
 In primary schools, the more common instruments are
rulers, scales and graduated containers.
 Other attributes (such as area and volume) are assigned a
measurement by the use of a formula after an instrument
has been used to measure some dimensions.
 Later, other attributes are derived from measurements of
more than one attribute (e.g. speed is derived from
distance and time)
 Much of the emphasis in primary school is on instruments
and formulas, and some children encounter difficulty with
both.
 One probable source of difficulty is that the children do not
understand what they are measuring and what it means to
measure. (Next lecture)

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 Menganggar
 Estimating is the mental process of arriving at a
measurement without the aid of measuring instruments
 Reasons to include:
 Helps to reinforce the size of units and the relationships
among units
 It’s a practical application
 Types of estimation
 Attribute and object are named and the measurement is
unknown
 e.g. About how long is your arm?

 Measurement is known and the object is to be chosen

 e.g. What piece of furniture in your room is about 1
metre long? Kuliah MTES3093 Mdm Lim Boon Yann
 Peranan anggaran dalam
pengukuhan kemahiran sukatan
 Anggaran adalah satu proses mental mendapatkan
sukatan tanpa menggunakan sebarang alat pengukur.
 Ia membantu memperkukuhkan saiz unit dan
hubungan antara unit.
 Ia adalah satu aplikasi yang praktikal. Sering kali kita
perlu membuat anggaran berapa panjang, berapa
berat atau berapa banyak sesuatu dapat menapung.
 Ia dapat membantu mengembangkan pengukuran
yang lebih tepat.

Kuliah MTES3093 Mdm Lim Boon Yann

 Bacaan ISL

Strategi dalam membuat anggaran

Kuliah MTES3093 Mdm Lim Boon Yann

 Bacaan ISL
Strategi dalam membuat anggaran:
Menggunakan rerujuk (referent)

Kuliah MTES3093 Mdm Lim Boon Yann

 Bacaan ISL

Strategi dalam membuat anggaran

Kuliah MTES3093 Mdm Lim Boon Yann

 Bacaan ISL

Strategi dalam membuat anggaran

Kuliah MTES3093 Mdm Lim Boon Yann

Strategi dalam membuat anggaran

Kuliah MTES3093 Mdm Lim Boon Yann

 Perkaitan dan penukaran antara
unit-unit piawai
 Solving problems involving measurements
often involves a comparison or an arithmetic
operation.
 In so doing, it may be necessary to change
from one unit to another (conversion),
which relies on the equivalence relationship
between the two units.

Kuliah MTES3093 Mdm Lim Boon Yann

 Equivalences (Kesetaraan)
 As you introduce new standard units, you should
relate them to others.
 For example, if you are introducing the millimetre,
you should relate it to the centimetre by showing
that it is smaller and that it is one-tenth of a
centimetre.
 After using different units, children should learn
certain equivalences, e.g. 1 metre = 100 centimetres
 Children need to know that they are expected to
know other equivalences. Check your DSKP.

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 Penukaran Unit
 To change from one unit to another, children must know
the equivalence or relation between the two units.

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Kuliah MTES3093 Mdm Lim Boon Yann
Kuliah MTES3093 Mdm Lim Boon Yann
 Rumusan
 Measuring is a process that may be used when determining the size of many
attributes
 The measurement process consists of identifying the attribute, choosing the
unit, comparing the object being measured to that unit, finding the number of
units, and reporting the number of units.
 To help children understand the attribute, we suggest comparing two objects on
that attribute; perceptually, directly and indirectly.
 In selecting a unit, there are nine concepts that need to be developed over time.
 Comparing an object to a unit entails finding the number of units that would
represent the object on the attribute in question: for example, comparing a
pencil to an inch and finding out how many inches the pencil is in length.
 Children may first assign a number by counting and later by using instruments or
formulas.
 Other suggested ways to help children learn about measuring are estimating
sizes of objects, creating objects of a given size, finding equivalent measurements
and relating two attributes.
 By including measuring in your classroom, you have the opportunity to show
how mathematics practical, to develop other mathematical ideas, to relate
mathematics to other topics, and to make mathematics meaningful for many
children. Kuliah MTES3093 Mdm Lim Boon Yann
• Baca m/s 72-115 “Pengajaran
Geometri,Ukuran dan Pengendalian Data”
- Parimalarani, Hilezan & Siti Khadzimah
• Refleksi/Penilaian:
• Sejauh mana pedagogi pembelajaran
“4C” digunakan dalam aktiviti-aktiviti
yang dicadangkan dalam buku di atas.
Bentukkan 3 kumpulan. Setiap kumpulan pilih satu atribut:
panjang, jisim atau isi padu.
Cadangkan aktiviti-aktiviti yang menggunakan pedagogi
pembelajaran “4C” untuk mengajar sub-tajuk berikut:
• Mengenal pasti atribut:
• perbandingan perseptual;
• perbandingan langsung; dan
• perbandingan tak langsung
• Mengenal pelbagai unit bukan piawai dan unit piawai
• Menganggar dan menyukat dengan (a) unit bukan piawai, dan
(b) unit piawai
• Perkaitan dan penukaran antara unit-unit piawai
• Pengiraan melibatkan sukatan
• Aplikasi sukatan dalam kehidupan seharian